Midterm 2 Flashcards
Piaget’s general theory if children
tiny scientists, make sense of world through schemas, children construct knowledge based on experience
assimilation
incorporating new ideas into existing schemas
accommodation
adapting aspects of schema that fit with new information
sensorimotor
- reflex schemas
- primary circular reactions
- secondary circular reactions
- coordination of secondary circular reactions
- tertiary circular reactions
- beginning of symbolic representation
pre operational
2-7
thinking shifts between logical and irrational
creative and imaginative but have limited thinking
understand symbols
centration
possess mental schemas but cannot perform mental operations
centration
the tendency to focus on only one feature of an abject to the exclusion of all others - only focusing on height of glass rather than considering height and width together - greatest limitation of young children’s thinking
Centration causes children to fail tests of conservation (understanding that properties of objects remain the same when their appearance changes
Exhibit thought that is fixed on end states rather than the changes that transform one state into another.
Centration causes children to exhibit egocentrism - have trouble distinguishing between their own perspective and others
perceptual salience
hild focuses on most obvious feature of object or situation - can be fooled by appearance
concrete operations
7-11
A) decentration (focusing on several aspects of a problem and relating them
B) reversibility/ conservation
Thought becomes more logical, flexible and organized
Capable of C) classification (sorting baseball cards by team or position)
D) seriation - ability to put items in order
E) spatial reasoning can draw maps of neighbourhood or school with accurate landmarks
Can understand that person can feel one way but act another, can think about others perspective, and how others perceive them
formal operations
12-17
develop capacity to think abstractly, in multiple dimensions (viewing things from different aspects of time), deductive reasoning, metacognition, and propositional thought.
metacognition
thinking about thinking
propositional thought
ability to evaluate logic of propositions without referring to real world circumstances
core knowledge theories
believe infants know more then Piaget thought and adolescents know less
object permanence occurs earlier
a not b task due to poor memory storage
vygotsky’s cognitive approach
emphasized collaborative learning
children are products of culture
info processing theories
development driven by increased automatic processing and working memory capacity
processing speed is increased
better strategies are used to problem solve with age
executive functioning is better
disequilibrium
children discover their theories are not adequate because they spend more time accommodating than assimilating
Children reorganize theories to return to equilibrium
Driven by schemas
animism
when preoperational children credit inanimate objects with lifelike qualities - “the sun is sad today”
mental operations
begin to be used in concrete operational stage, strategies and rules that make thinking more systematic and more powerful
Limited to tangible, real, here and now thinking
Formal operational stage allows for abstract thinking
weaknesses of Piaget
Underestimates cognitive competence of infants and young children, overestimates in adolescents
Vague concerning mechanism of change
Does not account for variability in performance of children the same age
Undervalues role of sociocultural environment on cognitive development
intersubjectivity
mutual and shared understanding among participants in activity - this captures social nature of cognitive dev
scaffolding
teaching style that matches amount of assistance learners need
Early in learning teacher provides lots of assistance, as child gets better with tasks teacher provides less instruction and only occasional reminders
central exec
- executive functioning - decides what stimuli to attend to
As children age they use better strategies to solve problems, they learn these strategies with help of adults, they demonstrate strategies and how to use them
More effective executive functioning allows for children to better complete tasks and inhibit appropriate behaviour
connectionist theories
information processing theories that view mind as system on networks and processors generating regularized patterns
Looks at networks within brain and mapping function to brain structures
Can explain over-regularization in children’s language - goed instead of went explained by network trained to add ed ending to the present tense to make it past tense
Consciousness can be explained by these models, info coded and processed in brain to create overall conscious experience
teleological explanations
children believe living things and their parts exist for a purpose
essentialism
believe all living things have an essence that cant be see but gives living thing its identity
Theory Of Mind
developed between 2 and 5 - naive understanding of relations between mind and behaviour
arly phase: preschoolers realize people have different desires from each other
Then children know that people can have different beliefs
Next children understand that different experiences can lead to different states of knowledge
Phase 4 is understanding behaviour so based on beliefs about events and situations - even when beliefs are wrong
hippocampus
memory formation
develops over first two years of life
prefrontal cortex
memory retrieval
memory processes
Encoding - processing of info into memory system
Storage - retention of recorded info over time
Retrieval - process of getting info out of memory storage
Three systems of storage: sensory, working, and long term memory - each vary in capacity and length of retention
method of loci
mnemonic device using rooms in a house and imagine things you need to remember relating to the room there in - ex someone milking cow in living room to remind you to get milk at grocery store
autobiographical memory
Memory for specific experience from our life including self-related knowledge (semantic)
And memory for events (episodic)
Prone to errors over time
Consist of spatial, emotions, and sensory components stored in different areas of the brain
fuzzy trace theory
remembering involves two things - a gist memory trace (meaning of experience - general) and a verbatim memory trace (memory of specific details)
These are believed to be stored and recalled separately - prone to confusion if one trace is strong and other is weak
FTT proposes that false memories are possible because our experiences are stored in multiple fragments and these can be recombined in ways that differ from what actually happened
problems of transformation
carry out sequence of transformations to reach a specific goal
Initial state - knowledge at outset ‘operators - actions that change your state
Goal state - solution
Path constraints - limitations that rule out certain solutions
Transformation problems are often solved using means-end analysis - goal is to reduce difference between the initial and goal states
Set up a series of sub goals
Siegler’s overlapping strategies theory
children alternate their use of different problem solving strategies
Younger children use the most basic strategy mostly, but sometimes try more advanced one
Older children gain new strategies and use them more if they have success with them
metamemory
childs informal understanding of memory used to diagnose memory problems accurately and monitor effectiveness of memory strategies
cognitive self regulation
- identifying goals, selecting effective strategies, and monitoring accurately - characteristic of successful students
means-end analysis
person determines difference between current and desired situations and the does something to reduce difference
Cattell’s intelligence
intelligence “g” in two forms
Fluid intelligence = ability to solve novel and abstract - reasoning ability, working memory capacity, speed of info processing
Crystalized intelligence = accumulated knowledge retrieved from memory - more long term memory
Goleman: emotional intelligence
Ability to understand emotions and use them appropriately
Regulate mood, resist temptations
Particularly important in transitional periods
Some question this theory saying it stretches definition of intelligence too far
Gardner multiple intelligence
9 types of intelligence - linguistic, mathematical/logical, spatial, bodily kinesthetic, intrapersonal, musical, naturalist, interpersonal, and existential abilities
Rejects idea that intelligence is one thing
Each person has unique pattern of intelligence and no one is smarter than another
Criticism: definition too broad, confounds intelligence with talent/ skill, involves circular reasoning
Sternberg’s Triarchic theory of intelligence
Intelligence = ability to achieve success in life
Componential (analytic) - book smart
Experiential - creativity
Contextual - street smart, practical knowledge
IQ test
binet Simon
mental age / actual age x 100
HOME scale
ttempts to measure influence of child’s home environment on intellectual development
Samples various aspects of child’s life - intellectual stimulation offered by parents, parents emotional support
Organization and safety of living space, amount of interaction parent to child, presence of appropriate toys
HOME scores at age 2 predict IQ scores at age 11
Criticism: environment parents established influenced by their genes
Flynn effect
avg IQ score rising .3% every year
due to more time spent in school, improving nutrition, parents, and everyday life requiring more abstract problems to be solved
stereotype threat
Awareness of cultural stereotype causes participants to feel anxious, impeding performance
If told gender differences found on math test women would psych themselves out and perform worse than when they weren’t told about any gender performance differences
intellectual disability
ubstantial limitations in intellectual ability (reasoning, problem solving, learning from experience) and problems adapting to environment
Risk factors: biomedical, social, behavioral, educational
Wide variation in learned abilities/ capabilities as adults
Score of lower than 70 on IQ test in conjunction with clinical eval
May struggle with practical behaviours
learning disability
Difficulty in attaining a specific academic skill, despite having avg or above avg intelligence
Differs from intellectual disability as it refers to how the brain struggles to process info in one domain
WISC-V
6-16 year olds
Subtests for verbal and performance skills,
Children receive overall IQ score plus scores for verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory, processing speed
Bayley Tests
Designed for 1-42 mo, consists of cognitive, laguage, motor, social emotional, and adaptive behaviours scales
Developed on white western children - may not be ethnically generalizable
dynamic assessment
measures child’s learning potential by having the child learn something new in the presence of the examiner and with the examiner’s help - most valuable for children who have difficulties learning in school - goal to reveal strengths and weaknesses as learner
ravens progressive matrices
Culture fair intelligence test - test items based on experiences common to many cultures
factors of intellectual disability
biomedical : chromosomes, malnutrition, TBI
Social factors - poverty, impaired parent-child interactions
Behavioural factors - child neglect or DV
Educational factors - impaired parenting and inadequate SPED services
displacement
ability to refer to things not here and now
phonology
phoneme is basic unit of sound in language - english has 44
Phonological development: from birth to six month infants can detect phoneme changes from all languages
Early vocalization: cooing- babbling - speaking
Cooing; long vowel sounds
Babbling; repeating consonant vowel combos ba ba ba
When first speaking only capable of consonant vowel alternating
Produce minimal words - similar across cultures
morphology
morpheme is unit of meaning in word
Truck = 1 morpheme, table = 1, houseboat = 2
holophrases
single word that can have multiple semantic meanings ( doggie meaning i like the dog/ i want to pet the dog)
processing constraints
help children narrow down meaning of new word
If shown pic of koala and told its a koala child will assume you’re talking about whole object not colour of fur - formally object scope constraint
lexical contrast constraints
words have unique meanings/ are subcategories of other words - poodle is type of dog
telegraphic speech
two word phrases serve to express basic idea - starts at 18-24mo
Referential word learning style
words used for naming objects
more common with first born children
Expressive style
larger number of personal and social phrases - use words to call attention to feelings
later borns have more expressive style possibly due to interaction with siblings and will hear them using speech designed to control their conduct
syntax
the manner in with morphemes and words are combined to create grammatically correct sentences
Wug test proves we learn general rules and apply them t different words instead of learning language by memorizing individual words
Overregularization implies child understands need to change verb to speak in past tense or plural something but learning how to do this correctly takes time
semantics
meaning of words and sentences
A sentence can be semantically correct but syntactically wrong - i am doing good today
A sentence can be syntactically correct but semantically wrong - colourless green ideas sleep furiously
pragmatics
learning how language is used in particular contexts within culture
Acquiring conversation skills: turnabout - speaker replies then adds something to get partner to respond again - “how are you?” “I’m fine. How are you?”
Illocutionary intent
what speaker means to say - requires child to make subtle influences
narratives
as kids get older narratives constructed when telling a story get stronger
Leapfrog narratives 3-4
Chronological narratives 5
Classic narrative using connective words 6
sociolinguistic understanding
adapting language style to social context e.g. being polite when making requests
behaviourist view of acquiring language
Babies start out as blank slates, through experience gain knowledge of the world including language which is learned via imitation and reinforcement
Emphasizes environment
nativist view for acquiring language
Babies are smart, knowledge is innate
Special cognitive faculty for learning and acquiring language
Chomsky - humans biologically programmed to learn basic systems of language
Broca’s areas/ aphasia
Broca’s aphasia - knows what wants to say but can’t get words out
When we want to speak we formulate what to say in wernicke’s which transmits our plan to broca;s area where plan is carried out
language acquisition device
permits children to combine words into grammatically consistent, novel utterances, and to understand meaning of sentences they hear
social interactionist view of acquiring language
Language arises from a combination of biological maturation and environmental experiences
Conversations more important than exposure to talking - vygotsky’s collaborative learning
children are Predisposed to language development but experience shapes how well acquisition occurs
fast mapping
ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word
phonological memory
ability to remember speech sounds briefly
